Objective: Teachers will read about and find their own best multiple intelligence or learning style. They will evaluate their best practices on incorporating technology into learner creativity and real life problem solving issues.

Reading - Chapter 1 of A Constructivist Approach to the NETS.T

Promoting Student Intelligences Take the self test inventory to see what your Learning Intelligences are. Take a screen shot and submit it with a paragraph indicating what you learned about yourself with the inventory. If you have a class and are able, have your class take the inventory and then view the results of your class. What does the information show? Use your twitter account to tweet about your class results.
Multiple Intelligences for Adult Learners in EducationBy taking this assessment, you will find your top three intelligences. How do they compare to the results of the previous site? Would you agree? Why or why not.
Learning Preferences Would you think your learning style is Visual / Auditory / Kinesthetic or even a combination of the three. Take the quiz and screen shot your results on to your Twitter Account.
Understand and Identify the differences between Crystallizing experiences and Paralyzing Experiences

Crystallizing Experiences are experiences that leave a positive lasting impression.
Paralyzing Experiences are experiences that leave a negative lasting impression.
Think of a crystallizing experience you had while attending school. What made it crystallizing?
Think of a paralyzing experience you had while attending school. What made it paralyzing?

Providing Students with real world issues can become challenging. What is appropriate? What will engage your children? Izzit.com is a site for teachers that promotes current events, incorporates state standards, and offers free videos. Log in, sign up for a free membership and tweet how you could use Izzit as part of your classroom routine.
Look over the Current Event Archives found on the Izzit.com site. Select one or two articles to read. Tweet your thoughts.